96 kindergarten Ss, randomly assigned to 4 experimental conditions, were tested as to the effect of type of cue, picture or spelling pattern, and number of cues, single or combination, on the initial and later recognition of 4 consonant-vowel-consonant (C-V-C) words when these words were presented in trigram pairs. The Scheffé method, used to make post hoc multiple comparisons among the means, showed that picture cues neither facilitated nor hindered recognition whereas spelling-pattern cues significantly aided acquisition (p < .01) but hindered retention (p < .05) when cues were deleted. The number of cues presented had less effect than did type of cue.
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